Learn,

Reflect,

Prepare

Together.

EWI INTERVENTION SYSTEM

GOALS FOR THE EWI INTERVENTION SESSION

GOAL ONEIdentify tasks necessary for the preparation , implementation and follow through of effective EWI meetings

GOAL TWOIdentify the conditions that must be in place for successful Early Warning Indicator Interventions to occur

GOAL THREEParticipate in mock EWI meetings and discuss systems for effective implementation

BEFORE DURING AND AFTER

NORMS FOR OUR SESSION

FULLY PARTICIPATESET ALL TECHNOLOGY TO SILENT AND STEP OUTSIDE IF YOU NEED TO TAKE AN ESSENTIAL CALL OR MESSAGE

HAVE FUNBE RESPECTFUL OF PEOPLE AND IDEASHONOR TIME

WHAT ARE THE KEY STRUCTURES OF EWI MEETINGS?

WHAT ARE THE PRE-CONDITIONS FOR SUCCESS?

WHAT TASKS OCCUR BEFORE, DURING, AND AFTER EWI MEETINGS TO ENSURE THAT THEY ARE SUCCESSFUL?

PLEASE SHARE AT YOUR TABLE TWO INSIGHTS YOU HAVE GAINED BASED ON THE IDEAS SHARED IN SESSIONS ON THURSDAY.

Create a system of student supports to enable students attending high schools with low graduation rates and their feeder middle schools to graduate.

Interdisciplinary Teacher Teams serving common cohorts of students use a research based Early Warning/On-Track Indicator System to monitor the progress of students who are exhibiting early warning signs.

Provide comprehensive whole-school targeted and intensive support to enable good attendance, behavior, effort and course performance.

The Goal The Plan The Action

LEARNING SO FAR….DN OVERVIEW AND CORE BELIEFS

Indicators

Scope of Available

Interventions

Diplomas Now is a groundbreaking collaboration designed to provide the range and intensity of student supports required in the nation’s most

challenged secondary schools

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EWI MEETINGS

An interdisciplinary teacher team meeting to coordinate, create, and monitor interventions

for students who are exhibiting early warning indicators.A time to dig deeper into student data.A time to work collaboratively with team members to build team capacity.

5 core areas for EWI meetings

Step 1: Setting the framework

Schedule A Master schedule that supports weekly common planning time Teacher and student rosters that has a small team of teachers supporting a small group of students Teams All staff who work with the cohort of students to be discussed are in attendance every week Each team has a coordinated common vision and works together towards this goal

Step 2: Building your EWI meetings

Meeting/Facilitation structures and Protocols Agendas, norms, and protocols that guide the work of the team Strong, shared facilitation among team members

Student Level Data/tracking tools Update student level data in attendance, behavior, and course performance is available for each meeting Tracking tools are used to record decisions• Resource Map A map of all the resources available to students in the school Alignment with focus list and tiered interventions criteria

PRE-CONDITIONS

Master schedule supports weekly interdisciplinary common planning time

Teachers who share common cohort of students attend weekly meeting

Data system with access to real time data Resource mapping of school also known as ”Cube” Communication protocols and group norms (notes,

timing, attendance) Shared calendars Purpose/Value of Meeting Collaborative has a shared vision and common goals

EARLY WARNING INDICATOR SYSTEM GETTING TO KNOW ….WARMING UP

BEFORE DURING AFTER

PUTTING THE EWI PUZZLE TOGETHER

BEFORE THE MEETING

EWI INTERVENTION SYSTEM Before Each Meeting

Ensure data tool is updated Ensure interventions from previous meetings are

documented Agenda shared with appropriate administrators Appropriate materials working and available

LCD, computer- student tracker access Communication to EWI attendees and school (Agenda,

norms, notes, reminders, etc.) Working agreements (communication, decision-making,

documentation practices)

NORM

A standard or pattern, esp. of social behavior, that is typical or expected of a group – the norms of good behavior in the civil service

NORMS FOR EWI MEETINGS

HOW WILL TEAM MEMBERS COMMUNICATE AROUND OUR WORK?HOW WILL TEAM MEMBERS INTERACT DURING MEETINGS?HOW WILL THE TEAM APPROACH PROBLEM SOLVING, CONFLICT RESOLUTION, AND DECISION MAKING?

ESTABLISHING NORMS-EYE CONTACT PARTNERS

Make eye contact with someone in the room you do not know very well.Pair off and introduce yourself.With your partner share a personal experience of a group norm that has helped a group you work with function at high levels or A norm you would propose for a group you work with that is having challenges with productivity.

• Honor the process (including time)

• Seek to Understand (instead of blame)

• Be Solution-Oriented

• Focus conversations at the student level

EARLY WARNING INDICATOR SYSTEM

Possible Norms for EWI Protocols

DURING THE MEETING

EWI INTERVENTION SYSTEM During

Clear goals for meeting Projection of up-to-date data Note taking including tracking of interventions Interventions: clarity on who by when Define schedule of EWI meeting calendar and member

roles Significance of teachers’ role regarding classrooms

teaching and learning Updated classroom and student level data (On-site

Transformation Facilitator), City Member’s notes on Focus List students, Teachers with grade books, etc.

TEAM MEETING ROLES

• Recorder- Fills out action plans

• Timekeeper ensures that timing for protocol is being followed

• Facilitator- Ensures that process is being followed, asks clarifying and probing questions about data and interventions

EARLY WARNING INDICATOR SYSTEM

AFTER THE MEETING

EWI INTERVENTION SYSTEM

After Ensure documentation is complete Follow up with teachers/staff who were absent Follow up with administration on any issues that arose

from meeting Determine and obtain additional data needed to make

decisions Examine data and interventions for trends

STACK AND PACK AND SIT IN YOUR COLLABORATIVE GROUPS

1’S ADMINISTRATORS2’S CITY YEAR CORP MEMBERS3’S TEACHERS4’S COUNSELORS5’S SCHOOL TRANSFORMATION FACILITATORS6’S CIS

Before the

Meeting…

EARLY WARNING INDICATOR SYSTEM

The facilitator…Reviews the EWI reports and

notes: Unusual Data Students who should be discussed Data from students who need follow-

upReviews documentation from the

last meeting and identifies staff members who need to give follow-up reports

Asks team members for names of students who are sliding off and need to be added to the focus list

Before the

Meeting…

EARLY WARNING INDICATOR SYSTEM

The Facilitator…

Prints or saves a copy of the report!

Shares copies of the report and intervention documentations necessary for the meeting- prepares LCD projector/whiteboard if EWI meeting is GREEN

Ensures accessibility to intervention toolkits, relevant guides and manuals, and other resources to help plan interventions

Before the

Meeting…

EARLY WARNING INDICATOR SYSTEM

Teachers ..…• Make sure grade books are up to date • Gather student work, classwork projects,

homework, documentation, or other evidence that might be helpful when doing follow-up reports

• Ensure accessibility to students’ test and interest survey results

Before the

Meeting…

EARLY WARNING INDICATOR SYSTEM

City Year Corps Members…• Update intervention trackers and other

documentation• Gather student work or other communication for

follow-up reports• Reflect on informal check-ins with partner teachers

Community In Schools Site Coordinators…• Bring notes for services provided to students• ……….

During the

Meeting…

EARLY WARNING INDICATOR SYSTEM

Team Members….. Step 1: Progress Reports

Review students receiving interventions, spend agreed upon time on each student to discuss the following: Changes in data Follow-up reports on interventions What’s working? What’s not? Describe successful interventions so

others can replicate Discussion of next steps

During the

Meeting…

EARLY WARNING INDICATOR SYSTEM

Team Members…Step 2: Discuss New Students

A. Brief review and assign those that need data collection to team members.

Student Name Staff Member Recommending Intervention (if

applicable) Areas Off-Track (Attendance, Behavior, Course

Passing)

B. Discussion of Contextual Information The goal is to get identify specific student challenges

that can be remedied through intervention What do we know about what’s going on with this

student? Who has the strongest relationships with the student? What else do we know about the data? What else do

we want to know about the data?

During the

Meeting…

EARLY WARNING INDICATOR SYSTEM Team Members…Step 2: Discuss New Students …..continues….

C. Designing an Intervention (most likely the lengthiest discussion)

Team brainstorms and assigns

specific, concrete interventions for every challenge

identified

Every intervention needs a specific

champion that will take responsibility for making sure

the team provides the interventions

A specific date will be selected for follow-up with every student

identified during the meeting

Student Focus Area Data/Info/Specific Challenges

Intervention Champion Follow-Up

Doug Attendance (Tardiness)

Late to First Period 4 times in 2 weeks

Peer Wake-Up CallsDaily Contract to MomGoal-Setting (Cardinal Cash after 5 straight days of no tardiness)

Mr. Goodbar 3/7/11

Sheila Behavior 4 Negative Reports this week (Cursing at other students)

Daily Contracts Ms. Thing 3/7/11

Sean Course Passing

Low Cumulative Grade in Math due to failed quiz on slope and missing Problems of The Day for week of 2/28

Slope Activities During TutoringMr. Cy will model/assist with POD’s this week

Dr. Doitright 3/7/11

INTERVENTION DOCUMENTS

• Failed assignments• Missing assignments• Successful grades• Behavior issues in/out

classroom• Specific days/time of

absence

• Other students involved in issues

• Recent parent/family communication

• Recent parent/family/guardian life event

• Interventions

• Grades check-in• Attendance Follow up • Behavior check-in:• Recognition

/celebrations

EARLY WARNING INDICATOR SYSTEM Examples of

Information Shared During an

EWI Meeting

LOOKING IN ON A MEETING ALREADY IN PROGRESS• Video goes here

5 core areas for EWI meetings

Step 1: Setting the framework

Schedule A Master schedule that supports weekly common planning time Teacher and student rosters that has a small team of teachers supporting a small group of students Teams All staff who work with the cohort of students to be discussed are in attendance every week Each team has a coordinated common vision and works together towards this goal

Step 2: Building your EWI meetings

Meeting/Facilitation structures and Protocols Agendas, norms, and protocols that guide the work of the team Strong, shared facilitation among team members

Student Level Data/tracking tools Update student level data in attendance, behavior, and course performance is available for each meeting Tracking tools are used to record decisions• Resource Map A map of all the resources available to students in the school Alignment with focus list and tiered interventions criteria

   

   

Building Teams:

Clear expectations for participation, roles and responsibilities

 

Meeting/ Facilitation Structures and Protocols:

Use of meeting agendas and

protocols 

Facilitation  

Tiered Interventions:

Resource Map  

Alignment with EWI metric

 

Student Level Data/Tracking Tools:

Data Use  

Tracking Tools  

Teams:

  Implementation Advanced Implementation  Pre-Emerging Emerging Full

Clear expectations

for participation,

roles and responsibilities

Attendance is not consistent, staff do not offer interventions, are unsure when to offer input.

There are not clear roles for teachers.

Attendance is not consistent.

Some staff offer intervention ideas.

Some staff do not know some of the students.

All staff are in attendance

Staff provide input but are sometimes reporting to the facilitator, not working together

Norms are visible. Not always consistently followed

Roles are established for each team member.

All Staff who support the same cohort of students are in attendance for each weekly meeting.

Input and accountability (ownership) for student interventions are provided from each staff member.

Discussions are strengths based, collaborative and solutions orientated.

Group norms are established and followed.

Facilitator, recorder, time keeper roles are clear and fulfilled each week.

  

Meeting/ Facilitation Structures and Protocols:  Implementation Advanced Implementation  Pre-Emerging Emerging Full

Use of meeting agendas and

protocols

There is no agenda for the meeting

Student discussions follow an inconsistent process.

Meetings do not occur as scheduled

 

There is an agenda for the meeting but not shared and used

A protocol is used but does not include all necessary steps

A clear agenda is available to all A clear protocol with necessary

steps has been developed and is used for most of the student conversations

Some trends are identified throughout the year but not on a consistent or formal basis.

A clear agenda is shared and known by all participants.

Clear steps are used to identify student, indicator of focus, student strengths and weaknesses, determine appropriate interventions and point person.

The protocol is used consistently for each student. Quarterly trend analysis is completed that

determines effective and ineffective interventions.

Facilitation

Unclear who is facilitating the meeting.

Meeting is dominated by a few voices

Conversation wanders off-topic Lots of ‘story-telling’ with few

solutions or student strengths offered.

There is one facilitator of the meeting

Not all members of the meeting participate

The Facilitator and team members are often reminding others to stay on-task and redirecting the conversation

Interventions are indicated for some of the students

There is one facilitator of the meeting who keeps the team focused

The Facilitator is needed to redirect some conversations

Most of the members participate and know the protocols and norms of the group.

Each student is assigned an intervention.

Clear facilitation allows for all to participate actively.

All members help the group to stay on-task, and adhere to norms, protocol, indicator criteria for focus list and tiered supports.

Consistent questioning is employed to determine what interventions are being provided for each tier of support.

Consensus is built around decisions for each intervention.

Connections are made between staff members and other activities/ interventions in the building.

Student achievement and improvement is recognized and celebrated monthly by the teacher team.

Tiered Interventions:  Implementation

Advanced Implementation  Pre-Emerging Emerging Full

Resource Map

Unsure if a resource map is available

A new intervention is created for every student without use of the available resources

“New ideas” are often brought to the table but often not proven and/or followed through with.

There is a resource map that has been completed.

Team members add new items to the resource map.

A small number of individuals know how to access all of the resources.

There is a resource map. It is not updated regularly

Some discussion occurs about which interventions work.

There is still some confusion on how to access all of the resources.

The resource map is visible and referred to throughout the meeting.

The resource map indicates what interventions are available for each tier.

Each participant understands each intervention and how to access it.

There is a space to include new or the need for additional interventions for each tier. (dynamic)

Interventions are tracked for effectiveness based on indicator and student strength

Alignment with EWI metric

No criteria or conflicting criteria are used to select students

Students are assigned to tier 2 and 3 supports before checking on implementation of Tier 1 and 2

Criteria has been established for the school.

The criteria for focus lists and off-track indicators is known and used consistently by less than half of the team

Criteria has been established for each indicator and for focus lists. Most team members know them.

Criteria for off-track flags in each indicator is clear, visible, based on research and school data

Criteria for Focus List addition and removal for Attendance, Behavior and Course Performance criteria are visible and referred to during meeting.

All team members use these criteria to identify and discuss students

Students receiving Tier 2 and 3 supports are also provided Tier 1 and 2 supports

Student Level Data/Tracking Tools:  Implementation

Advanced Implementation  Pre-Emerging Emerging Full

Data Use

Some data is available but not used

Students are brought up at random for discussion

One type of data is used for discussions (qualitative or quantitative)

Some data is available and used but not always up to date

Some students are discussed based on specific indicators

Data is available and used. Conversations usually reference and use available data.

Qualitative and quantitative data is used to inform discussions

Student level data is available and used to drive conversations, determine interventions and inform decisions

Data shared is aligned to the common criteria focus list and the appropriate tiers of interventions.

It is clear which indicator a student is exhibiting/why they are being discussed

Qualitative and quantitative data is used for decisions.

Tracking Tools

A tracking tool is used. Sometimes incomplete, one word interventions.

The tool is a distraction from the conversation and the team is only worried about completing paperwork.

Tool is not available after the meeting

A Tracking tool is used. Some of the interventions are complete but not always clear.

The whole team is not able to understand and use the tracking tool.

Tool is not available after the meeting

Details are included in the tracking tool, but the details are oftentimes inconsistent (too much or too little information).

Tool is not used/ updated between meetings

 

Interventions, persons responsible, timelines and outcomes are included on the tracking tool

The tracking tool use, language and accessibility honor FERPA.

Key details are included for all participants, including point person

The tool is accessible and used before and after the EWI meeting for all team members

Strength based, people first language is used. The tracking tool has space (tabs on the

spreadsheet) to quickly access diagnostic data and students who have been removed from the focus list.

Includes coding (color, font) to identify focus list students

PRACTICE YOUR OWNESTABLISH SOME NORMS AND ROLES TOOLS

RUBRIC TO GUIDE PROCESSINTERVENTION TOOLKITPOPULATED RESOURCE MAPBLANK RESOURCE MAPFLAT DURONROSTER OF STUDENTS WITH DATAMEETING STEPS 1 AND 2 FULL POWERPOINT SLIDES

IN BINDERYOU WILL CONDUCT AN EWI MEETING FOCUSED ON NEW STUDENT DURON JAMES

DEBRIEF MEETING

AS TEAMS – HOW DID WE DO?HOW WERE OUR GROUP PROCESSES?DOES DURON HAVE A CHAMPION FOR EACH INTERVENTION?

MAINTAINING A HEALTHY EWI SYSTEM

Follow up on intervention plans: implementation, delivery, maintenance

Informal check-ins (TD, PEF, CY, CIS) with teachers and school staff

Timely assessment of interventions Coaching DN sites on effective shared interventions Analyze and prioritize based on local needs Place data in context (students’ lives) to adjust or redirect

interventions Professional Development opportunities: working with adults

and working with youth Finding common threads that may require tier 1/whole school

support (update school leadership) Others……

THANK YOU